Understanding by Design District pacing guide Quarterly Assessment End of Course Exam The framework of UbD outlines three-stages, backward design process to assist teachers in centering the curriculum and assessment on big ideas, essential questions, and authentic performances. This framework works for curriculum design, school and district improvement efforts. Through this unified process 1) school teams determine learning goals, 2) collect, analyze, and summarize evidence to validate understanding and learning, 3) Consider the root causes of achievement and implement systemic actions to promote enduring learning and increase test scores.
Understanding by Design “ Good design is about learning to be more thoughtful and specific about our purposes and what they imply.” Big Idea should be the focus of education for understanding A big idea is a concept, theme, or issue that gives meaning and connection to discrete facts and skills; ex. Adaptation, distributive property, forms, functions and related systems.
Understanding by Design “ Teachers spend too much of their time thinking, first about what they will do, what materials they will use and what questions to ask”; thus, focusing on teaching and not learning. Backward Mapping The best designs derive backward from the learning sought and the evidence of such learning; before they think and teach learning activities.
Understanding by Design UbD: Stages of Backward Design 1. Identify desired results 2. Determine acceptable evidence 3. Plan Learning experiences and instruction. What should students know, understand, and be able to do? How will we know if students have achieved the desired results? What enabling knowledge and skill will students need to perform effectively and achieve desired results? What content is worthy of understanding? What enduring understanding are desired? What will we accept as evidence of student understanding and proficiency? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught in light of performance goals? What materials and resources are vest suited to accomplish these goals?
Understanding by Design UbD: Stages of Backward Design 1. Identify desired results 2. Determine acceptable evidence 3. Plan Learning experiences and instruction. We consider our goals, examine established content standards and review curriculum expectations Think about unit or course in terms of the collected assessment evidence needed to document and validate the desired learning has been achieved, not simply content to be covered or as a series of learning activities. With clearly identified results and appropriate evidence of understanding in mind, it is now the time to fully think about the most appropriate instructional activities; thus, choices about teaching methods, sequence of lessons, and resource materials are successfully completed only after we identify desired results and assessments and their implication.
Understanding by Design To change from common practice, designers must begin to think about assessment before deciding what and how they will teach. Starting from state content standards, curriculum designers need to determine the appropriate assessment evidence stated or implied in the standards. Creating assessment near the conclusion of a unit of study, or relying on publisher assessment will continue to assess unnecessary content.
Understanding by Design Stage 1- Desired Results <ul><li>Established Goals: </li></ul><ul><li>What relevant goals (e.g., content standards, course or program objectives, learning outcomes) will this design address? </li></ul><ul><li>Understandings: </li></ul><ul><li>Student will understand that… </li></ul><ul><li>What are the big ideas? </li></ul><ul><li>What specific understandings about them are desired? </li></ul><ul><li>What misunderstandings are predictable? </li></ul><ul><li>Understandings: </li></ul><ul><li>Student will understand that… </li></ul><ul><li>What are the big ideas? </li></ul><ul><li>What specific understandings about them are desired? </li></ul><ul><li>What misunderstandings are predictable? </li></ul><ul><li>Students will Know:… Students will be able to … </li></ul><ul><li>What key knowledge and skills will students </li></ul><ul><li>aquire as a result of this unit? </li></ul><ul><li>What should they eventually be able to do as </li></ul><ul><li>A result fo such knowledge and skills </li></ul>Stage 2- Assessment Evidence <ul><li>Performance Tasks: </li></ul><ul><li>Through what authentic performance tasks will students demonstrate desired understandings? </li></ul><ul><li>By what criteria will performance of understanding be judged? </li></ul><ul><li>Other Evidence: </li></ul><ul><li>Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results ? </li></ul><ul><li>How will students reflect upon and self-asses their learning? </li></ul>Where’s the big idea
Understanding by Design Stage 3- Learning Plan Learning Activities: What learning experiences and instruction will enable students to achieve the desired results? How will the design W = Help the students know Where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)? H = Hook all students and Hold their interests? E = Equip students, help them Experience the key ideas and Explore the issues? R = Provide opportunities to Rethink and Revise the understandings and work? E = Allow students to Evaluate their work and its implications? T = Be Tailored (personalized) to the different needs, interests, and abilities of learners? O = Be Organized to maximize initial and sustained engagement as well as effective learning?
Talent Development vs. Talent Discovery The Teaching Learning Dilemma 20% of students are Talent Discovery Issues in Classroom Instruction? 80% of students are Talent Development Speed Up to cover content standards Slow Down to grasp the skills/concepts in standards Education Philosophy and NCLB Teacher-centered and Progressive NCLB: Equal Access & Equal Outcome for all.
Instructional Approach Guidelines Students learn and learn quickly Research based and formulaic Lesson planning process is clear & defined Lesson planning process is independent Produces a high percentage of success Research support Direct Instruction: Teacher-centered, direct instruction, or just Explicit Direct Instruction is more effective and efficient, especially for struggling students. Not lecture based
Explicit Direct Instruction-EDI A collection of instructional practices combined together to Design and Deliver well crafted lessons that explicitly teach content, especially grade-level content, to all students. A well-crafted EDI lessons have a goal of 80% of students achieving 80% correct answers during independent work.
Activating Prior Knowledge Connecting to What Students Already know Link prior knowledge to new content. It must work for all students and must be short. Activating prior knowledge by Reviewing Activating prior knowledge by Previewing Facilitate student interaction Explain the connections to the new lesson
<ul><li>Students, this is what this means… </li></ul><ul><li>Explaining is what most people would call “teaching.” You deliver content by telling students information (Declarative Knowledge) or by telling them how to do something (Procedural Knowledge). </li></ul>Delivering Information Explaining
<ul><li>Students, let me show you exactly how I solve these problems… </li></ul><ul><li>Modeling is teaching by thinking aloud in first person, revealing your strategic processes to your students. </li></ul>Delivering Information Modeling
<ul><li>Students, look at this object I have in my hand… </li></ul><ul><li>In an EDI lesson, a Demonstration is a physical demonstration. When you Demonstrate, you use physical objects to advance students’ understanding of the lesson. </li></ul>Delivering Information Demonstrating
<ul><li>Identify the concept in the Learning Objective. </li></ul><ul><li>Provide a written bulletproof definition or rule that contains the concept’s critical attributes. </li></ul><ul><li>Provide examples and nonexamples that clarify the concept by revealing critical, noncritical and shared attributes. </li></ul>Concept, Skill Development, and Lesson Importance Concept Development Strategies
<ul><li>4. Teach Concepts by Explaining, Modeling, or Demonstrating. </li></ul><ul><li>5. Have students interact with the concept. </li></ul><ul><li>6. Provide CFU questions of the concept. Use recall and higher order questions such as RAJ (Restate-Apply-Justify). </li></ul>Concept, Skill Development, and Lesson Importance Concept Development Strategies cont…
<ul><li>Separate the concepts from the skills. Identify the detail related to the concept. </li></ul><ul><li>Provide a schema to organize the details. </li></ul><ul><li>Teach the details by Explaining, Modeling, and Demonstrating. </li></ul><ul><li>Include methods to help students remember the information. </li></ul><ul><li>Provide CFU questions to verify that students are learning. </li></ul>Concept, Skill Development, and Lesson Importance Skill Development Techniques
<ul><li>Lesson Importance can be divided into three categories: </li></ul><ul><li>Personal Importance </li></ul><ul><li>Academic Importance </li></ul><ul><li>Real-Life Importance </li></ul>Concept, Skill Development, and Lesson Importance Lesson Importance
<ul><li>Guided Practice entails three phases: </li></ul><ul><li>1.Initially, your students are almost copying you. </li></ul><ul><li>2. You start releasing students your students to do some steps by themselves without you doing each one first. </li></ul><ul><li>3. In the final phase you are not working any of the steps yourself. </li></ul>Guided Practice
<ul><li>During Closure, students must prove that they have learned the content you just taught them. </li></ul>Closing the Lesson One Final Check
<ul><li>There are two approaches used in designing lessons. </li></ul><ul><li>In the first approach, you have a text book and you are creating a lesson from existing materials. </li></ul><ul><li>In the second approach, you are designing a lesson from scratch. </li></ul>Putting It All Together Having Students Work by Themselves
Checking for Understanding-cfu “ The teacher continually verifying that students are learning what is being taught while it is being taught not at the end of the lesson.” <ul><li>Check for understanding every two to three minutes </li></ul>T each First A sk a Question P ause P ick a Non-Volunteer L isten to the Response E ffective Feedback (Echo, Elaborate, Explain) TAPPLE <ul><li>Call on at least 3 students each time you “cfu.” </li></ul><ul><li>Random cfu improves discipline. </li></ul>
Web Resources http://www.jaymctighe.com/ubdweblinks.html http://curriculum.suhsd.k12.ca.us/ http://www.pearsonubd.com/ http://edtech.suhsd.k12.ca.us/PD/